Research has been conducted in the genesis and development of formal education in the Eastern Moutse area within the context of formal education in South African schools. Various methods such as historical method, phenomenological method, metabletic method, comparative method, exemplaristic method, descriptive method and evaluation method have been followed whereby the development, over the years, of education in the area under review, was revealed. The authenticity of formal education as it evolved was evaluated by the use of Essence Structure Model (ESM). An attempt has been made to describe the education-essence-structure in its multifaceted complexity. These education-aim-essences have been used since time immemorial. It appeared that of all the essences, religiousness has the highest value. Other essences which are of equal status are: the ethical, the aesthetic, the economic, language and other essences of the ESM. In order for authentic education to take place, all the education aim structure essences must be accorded a rightful place in the education of a child towards adulthood. Throughout history, cultural groups have over and under-emphasised different essences in their efforts to educate the child towards adulthood. This effort was informed by a particular life-view or a philosophy oflife which was upheld by people of different cultural backgrounds. The need to restructure the curriculum in the Eastern Moutse area in such a way that it caters for a balanced recognition of all essences of the ESM has been discussed. Overemphasis of some essences at the expense of the others leads to an inauthentic way of existence. The aim of this research has been to conduct a historical survey and evaluation of formal education in the Eastern Moutse area as it evolved over the years from the missionary era until in the 1990s. / Educational Studies / M. Ed. (History of Education)

Research has been conducted in the genesis and development of formal education in the Eastern Moutse area within the context of formal education in South African schools. Various methods such as historical method, phenomenological method, metabletic method, comparative method, exemplaristic method, descriptive method and evaluation method have been followed whereby the development, over the years, of education in the area under review, was revealed. The authenticity of formal education as it evolved was evaluated by the use of Essence Structure Model (ESM). An attempt has been made to describe the education-essence-structure in its multifaceted complexity. These education-aim-essences have been used since time immemorial. It appeared that of all the essences, religiousness has the highest value. Other essences which are of equal status are: the ethical, the aesthetic, the economic, language and other essences of the ESM. In order for authentic education to take place, all the education aim structure essences must be accorded a rightful place in the education of a child towards adulthood. Throughout history, cultural groups have over and under-emphasised different essences in their efforts to educate the child towards adulthood. This effort was informed by a particular life-view or a philosophy oflife which was upheld by people of different cultural backgrounds. The need to restructure the curriculum in the Eastern Moutse area in such a way that it caters for a balanced recognition of all essences of the ESM has been discussed. Overemphasis of some essences at the expense of the others leads to an inauthentic way of existence. The aim of this research has been to conduct a historical survey and evaluation of formal education in the Eastern Moutse area as it evolved over the years from the missionary era until in the 1990s. / Educational Studies / M. Ed. (History of Education)